A Theoretical Model of Writing Engagement in Higher Education

Jonathan M. Marine

Advisor: Douglas Eyman, PhD, Department of English

Committee Members: Paul Rogers, Seth Parsons

Johnson Center, Meeting Room B, and https://gmu.zoom.us/j/91446143763?pwd=CN2WAYUoLbTsH7IzBiNIWfqT62fuII.1
February 26, 2025, 02:00 PM to 03:30 PM

Abstract:

This dissertation investigates how to support college writing instructors in fostering student engagement with writing through the development and implementation of a formative self-assessment tool, the Writing Engagement Scale (WES). Writing engagement and writing motivation are considered interrelated constructs, both of which play a critical role in students’ writing development and academic success. However, writing engagement has received limited scholarly attention, particularly in higher education, despite its potential to address persistent achievement disparities for disadvantaged and minority students. This study conceptualizes writing engagement as a multidimensional construct encompassing affective, behavioral, cognitive, and social components. In order to examine the relationship between writing motivation and writing engagement, the study employed a mediation model to examine how writing engagement influences the relationship between writing motivation and writing quality. By seeking validity evidence for the Writing Engagement Scale (WES), exploring instructor perceptions of its usefulness, and running a mediation model, this study sought to investigate in what ways and to what degree writing motivation and writing engagement can inform effective, equitable, and holistic writing instruction.

Using a mixed-methods approach, the study examined data from n=530 college composition students who completed the WES, alongside survey responses from 25 college composition instructors who provided feedback on the tool’s utility. Results demonstrated that the WES is a valid and reliable tool for formative writing assessment, providing instructors with a dependable means of measuring and supporting student engagement with writing. The mediation model revealed that writing engagement significantly mediated the effects of writing motivation on text quality, highlighting the critical role of engagement in driving writing outcomes and achievement. Additionally, composition instructors reported that the WES supported their efforts to identify and address engagement gaps, enabling more inclusive and responsive teaching practices. These findings underscore the potential of formative self-assessment tools like the WES to improve student outcomes, narrow achievement disparities, and prepare students for academic and professional success. This study has implications for scholars of composition, writing assessment, and engagement, particularly in advancing engagement-driven writing pedagogy, developing inclusive and holistic writing assessment tools, and addressing achievement disparities in higher education.